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All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30小时 英国所有 3 至 4 岁的儿童都已经每周接受 15 小时的免费早期教育，即每年 570 小时。 从 2017 年 9 月起，部分 3 岁和 4 岁儿童将有权享受每周 30 小时的免费早期教育/托儿服务，即每年 1140 小时。 您可以从孩子 3 岁生日后的学期开始申请，直到他们达到义务教育年龄 合格 您的资格取决于： 如果你在工作 您的收入（以及您伴侣的收入，如果有的话） 您孩子的年龄和情况 你的移民身份 您可以在申请 Universal Credit、税收抵免、托儿券或免税托儿服务的同时获得 30 小时的免费托儿服务。 如果你正在工作 如果您（和您的伴侣，如果有的话）满足以下条件，您通常可以获得 30 小时的免费托儿服务： 工作中 病假或年假 共享育儿假、产假、陪产假或收养假 如果您正在为 3 至 4 岁的孩子休领养假，您必须在首次申请 30 小时免费托儿服务之日起 31 天内重返工作岗位。 如果您的工作模式因冠状病毒 (COVID-19) 而改变，您仍然可以获得 30 小时的免费托儿服务。 如果您目前没有工作 如果您的伴侣正在工作，您可能仍然符合资格，并且您可以获得伤残津贴、严重残疾津贴、看护人津贴或基于贡献的就业和支持津贴。 如果您在接下来的 31 天内开始或重新开始工作，则可以申请。 申请30小时免费托儿 您可以在一个在线托儿服务申请中申请 30 小时的免费托儿服务，网址为 www.childcare-support.tax.service.gov.uk 确保您的 30 小时住宿 如果您认为您可能有资格享受 30 小时的免费托儿服务，请尽快告知我们。 欲了解更多信息，请访问：www.childcare-support.tax.service.gov.uk 英国政府 - 查找政府服务和信息的地方。

The aim of our curriculum at Everton Nursery School and Family Centre is to encourage the all-round development of the child, socially, emotionally, physically, intellectually and spiritually in a safe, secure and stimulating environment through reference to the Early Years Foundation Stage. 课程 我们埃弗顿托儿所和家庭中心课程的目标是通过参考早期基础阶段，在安全、可靠和刺激的环境中鼓励孩子在社交、情感、身体、智力和精神方面的全面发展。 我们致力于确保始终为我们的幼儿提供最高标准的学习和教学。我们为所有儿童提供有目的和启发性的学习环境，供他们玩耍、学习和探索。我们观察、倾听和注意孩子们如何以自己的速度成长，并通过精心计划的学习体验在我们托儿所的整个时间里挑战他们。 我们计划使用早期基础阶段 (EYFS) 的“发展问题”框架，让所有儿童在室内和室外的所有七个学习和发展领域获得广泛而均衡的学习体验！ 规划孩子的需求 我们的课程针对所有5岁以下儿童的发展需求精心规划。 0-5岁儿童的教育阶段称为Early Years Foundation Stage，通过七个阶段探索儿童有效学习的特点学习和发展领域： 沟通与语言 表现艺术与设计 素养 数学 身体发育 了解世界 个人、社会和情感发展 Curriculum learning and teaching policy The Early Years Foundation Stage is used to plan for the development of the whole child. The children’s interests are used as starting points to stimulate learning. Cresswell curriculum map Heyworth Curriculum Map Spencer curriculum map Early Years Foundation Stage 用于规划儿童的全面发展。 以孩子的兴趣为出发点，激发学习。 学习和发展的所有领域都相互关联并且同等重要。在 Everton Nursery School and Family Centre，我们充分认识到“孩子们以自己的速度发展”。 （发展问题，早期教育 2012） 学习环境 虽然托儿所可能看起来像一个非正式的游戏室，但一切都经过精心挑选和布置。一切都是为了帮助孩子们学习和掌握必要的技能。 例如；除了体验带来的创造性乐趣之外，串珠还可以帮助您的孩子发展颜色和形状识别、排序、图案制作和手眼协调能力。 每个孩子都将有机会尝试各种材料、设备和活动，包括油漆、拼贴材料、沙子、水、大型和小型建筑套装、“小世界”玩具（如铁路或玩偶屋）、计算机和其他 ICT 设备、面团、游戏、拼图、钢笔、铅笔、蜡笔、纸、各种小说和非小说书籍以及角色扮演。 孩子们每天都可以进入我们精心规划的广泛户外环境，并且在一天中的特定时间可以选择留在室内或根据自己的意愿外出。 在户外，他们可以使用带轮子的玩具、攀岩设备、沙子和水、安静的区域，以及参与种植和维护花园区域。 有广阔的安全表面，以及一系列“山丘”和探索路径。 孩子们还使用室内大厅进行大型器械上的体育锻炼活动，以及舞蹈、音乐和运动活动。 教师输入 每个班级都由一位经验丰富且高素质的基础阶段教师领导。这位老师在上午和下午的课程开始时带领成人主导的学习体验，以吸引、激发孩子们的学习热情。 每位教师均由合格的 3 级幼儿教育工作者提供支持。 教师和家庭工作者都扮演着儿童及其家庭的家庭工作者（关键工作者）的角色。 家庭工人档案 在 Everton Nursery School，我们认为观察、反思、评估和记录孩子的学习、成功和成就是早期基础阶段课程的关键要素。 这种记录过程使工作人员能够考虑个别孩子的进步，从而为未来的学习机会做出相应的计划，以满足所有孩子的需要和发展阶段。 工作人员将这些观察、反思和评估记录在儿童的个人家庭工作者档案中，父母/照顾者可以随时查阅。

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Supporting self-regulation in the early years Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Supporting self-regulation in the early years Amanda Quirk is an early years teacher and leader with over 30 years’ experience working with children 0 -5, early years teachers and educators in PVIs and schools. Amanda is an area lead for the DFE Experts and Mentors programme. In my role I am lucky enough to be out and about the North West, supporting many early years’ practitioners, leaders and managers. Working with young children post COVID has brought some even bigger challenges to us all. One current issue I have observed and I hear about is children who lack basic social skills, have poor emotional regulation, no impulse control, lack focus and are unable to adapt to different situations. These behaviours are closed aligned to self-regulation. I am not alone in worrying about this trend and what it may mean in the future for these children. The Early Years Foundation Stage statutory framework for group and school-based providers. January 2024, states. ‘Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary.’ Self-regulation is what makes self-control possible. Without the skills linked to self-regulation, there is an inability to manage oneself and to control actions linked to strong emotions and feelings. This could lead to conflict with peers and adults, a brake down in friendships, and may become a barrier to learning. As early year’s educators, we are fortunate, in that we have a chance to work with children at their most receptive and responsive. This thought always gives me hope and the belief that in early years, we can be arbiters of change. The OFSTED report ‘Best Start in Life Part 2’ makes clear the research that supports links between strong PSED skills and academic success (follow the link below) Here are 3 key strategies that research advocates in supporting young children to start better self-regulation: Help children to name a range of different emotions. Use yourself, books and stores, pictures, mirror play, photographs and role play to name and recognise different emotions and feelings with children to extend their vocabulary. Help children to understand these different emotions. Talk about how different emotions look or feel like in order to help children better understand themselves. Model a range of feelings and emotions and how to deal with them. : Be a role model by demonstrating positive behaviours. Encourage empathy and understanding by discussing feelings and emotions with children, helping them develop their language and emotional intelligence. Co regulation before self-regulation. Initially narrate the problem and possible solutions with children, then gradually move on to coaching children through real life events that will help to develop language and strategies available to them independently. The good news is that we can teach self-regulation skills, and they can be learnt. The tools and resources you use may not cost a lot but will have a big impact on the lives of the children in your setting. If we help children to identify their emotions and teach strategies to help children to cope with how they are feeling or what is happening, we will be giving the life-long gift of being able to achieve goals and navigate life’s challenges. For further information and reading, please click the links below. OFSTED Research and analysis. Best Start in Life Part 2 Best start in life part 2: the 3 prime areas of learning - GOV.UK (www.gov.uk) EEF. Personal Social and Emotional Development. Approaches and practices to support Personal, Social and Emotional development in the Early Years EEF | Personal Social and Emotional Development (educationendowmentfoundation.org.uk) Strategic Partners Stronger Practice Hub Privacy Notice

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Exploring Understanding the world By Michelle Bennett. (Childminder) My Name is Michelle Bennett and I am an OFSTED Registered, outstanding childminder which I have undertaken for eleven years. I am based in the Morecambe area of Lancashire and one of the Lancashire leads for childminders in my area. I am the childminding representative for the Morecambe Bay curriculum and have worked previously in numerous Nurseries and as a teaching assistant in a local primary school. I am very passionate about the work we all do, as we are, in my opinion, very lucky to support education. We develop the young people that come to us, with their learning and understanding of the world that we live in. I believe that our actions will enable and encourage their knowledge for learning of the prime areas and specific area of learning: Communication and language, Physical development, Personal, social and emotional development Literacy, Mathematics, Understanding the world and Expressive arts and design I am passionate about the freedom of childminding, and creating awe and wonder every day. For me play is so important in so many ways as this supports children to learn and develop and as a childminder I can plan for the children’s interests as individuals. In this blog I will share with you how the children gained knowledge of the circus theme and scarecrows and increased their vocabulary from a visit to a local village. What did our children find on the visit to a local themed experience? Our visit was to the annual Wray scarecrow display. This is the oldest running scarecrow display in the UK, since 1992 and is run by a committee of local people from the village of Wray, Lancashire. The display of scarecrows has a different theme each year, and most of the local community of Wray will make a scarecrow for this event. The children that come to me, on the week leading up to the visit did talk about the theme and what they knew about scarecrows and the theme. This year the theme was circus. We had numerous conversations between myself and the children, as well as conversations between child to child, and the topic of the conversations they were having was about what type of activities / acts that you would see in a circus? The vocabulary included: strong man, jugglers, tightrope walkers, acrobats, clowns. Where do the circus people live? What nationality or country do the circus people come from? What is a circus tent made from? How are the scarecrows at Wray made? Who makes them? Why do they make them? Who chooses the theme and what scarecrow they would make if they lived in Wray? The day of the visit to Wray…. We were armed with cameras for the children to take photos of what they wanted to. As we were going around Wray there was lots of conversations of what the children could see, what they like and why they liked the scarecrows and displays. We spoke about favourite colours, the different sizes of scarecrows, the role of the scarecrow made and what their role is in a circus theme. The children spoke with local people and asked why they had made their scarecrow and what was the reason for the ones they made. Two of the children that were present had come the last three years with me, and they could remember the last year’s theme (which was magic) and spoke about that, with the current children. They spoke about the previous children that had come on the previous visits and what they liked and where they were now. While we were having our lunch, the children had conversations between themselves, about which scarecrows were their favourite and why they were. When we return back home, this continued the theme and children decided to demonstrate Circus skills, drawings, role play games and ask numerous questions. The following week after the visit…. The week after we had visited Wray, the children were keen to make some scarecrows, so we made smaller ones and a big one, using sticks and decorated them using the fantastic box of crafts I won after attending the recent Stronger Practice Hub conference, which all the children loved using these crafts. The scarecrows where then placed around the garden and the children made their own pretend village scarecrow display. The children began role playing at being the local people of their pretend village. We also dressed up as scarecrows with a circus theme with items we purchased from local charity shops. When we purchased these items of clothing from the charity shops, we talked about what charity shops do, the reason behind the purpose of the shop. Why local people donate and buy from them, and about sustainability and my children have really been understanding all about recycling. What does the evidence say for Understanding the world? Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension. Taken from: https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf The https://educationendowmentfoundation.org.uk/early-years/evidence-store references Communication and Language which became part of our focus within the visit as the children spoke to each other, with myself and grew in their understanding of new vocabulary connected with the circus. This resulted in the children knowing more and remembering more through their visit from last year and this year. Exploring the DfE module 4 on supporting language development in the early years enabled me to appreciate even more the importance of a language rich approach where interactions are promoted. I consider the circus theme visit supported both the children in their learning and development which in turn supported my continuous professional development (CPD) in researching the theme and the learning opportunities for the children in communication and language, physical development and Understanding the world. The children and I are looking forward to our next visit out to extend learning further within Understanding the world and the other Early Years Foundation Stage areas of learning. References: https://www.evertonnurseryschoolandfamilycentre.org/strongerpracticehub https://www.strongerpracticehubs.org.uk/hubs/nw/liverpool-city-region-and-beyond-eysph https://wrayscarecrows.wordpress.com/ https://educationendowmentfoundation.org.uk/early-years/evidence-store https://birthto5matters.org.uk/ https://www.ncfe.org.uk/media/xbcbjrfj/early-years-sustainability-resource.pdf https://assets.publishing.service.gov.uk/media/670f8c0f366f494ab2e7b93d/EYFS_statutory__framework_for_childminders.pdf https://child-development-training.education.gov.uk/about/module-4 https://child-development-training.education.gov.uk/about/module-5 Strategic Partners Stronger Practice Hub Privacy Notice

We have wide range of resources for Practitioners. Our DVDs and Booklets cover a breadth of topics. Browse through our slide show to see our various materials. EYFS 资源 埃弗顿托儿所和家庭中心的工作人员为从业者制作了范围广泛的资源。 我们的 DVD 和小册子涵盖了广泛的主题。 浏览我们的幻灯片以查看我们的各种材料。 单击此处查看我们的订单。 Resources Booklet

州长学习步行 反射形式 在 EYFS Learning Walk 中寻找什么。

Welcome to Everton and Anfield Family Hubs Opening Hours: Monday 8:30 am–4:30 pm Tuesday 8:30 am–4:30 pm Wednesday 8:30 am–4:30 pm Thursday 8:30 am–4:30 pm Friday 8:30 am–4:30 pm Saturday Closed Sunday Closed Telephone: 0151 233 1969 Family Hubs Home | Help and Advice | Family Activities | Splash Pool Activities Activities 该项目是利物浦市地区 ESF 工作方式计划的一部分，由欧洲社会基金和青年就业倡议提供部分资金。该计划旨在通过求职、辅导和指导、工作经验、培训、技能发展和信息、建议和指导来支持当地人找到工作。 欢迎来到我们的家庭中心 作为 Ofsted 最近于 2011 年 1 月评定的“杰出”儿童中心，我们为准父母和五岁以下儿童及其家人提供支持。 Early Intervention Family Workers 和 Community Engagement Workers 在 Everton 工作，与社区的父母和照顾者密切合作，帮助改善家庭生活。 我们的儿童中心是利物浦 26 家儿童中心之一。儿童中心为五岁以下儿童的家庭提供看护、教育、健康、社区发展和家庭服务。 我们的员工团队与家庭和社区合作，为孩子们提供最好的学习、健康和福祉成果。 我们相信您在埃弗顿幼儿园和家庭中心度过的时光会很愉快，并邀请您充分参与我们的活动。 家庭服务 埃弗顿托儿所和家庭中心为家庭提供一系列包容性服务。大多数健康和父母支持服务都是以很少的费用或免费提供给家庭的。 如厕训练 - 这个广受欢迎的计划在教导家长帮助孩子做好上学准备和不用尿布方面非常成功。 家庭支持 - 我们的员工团队在家庭支持方面非常有经验。我们在必要时为家庭提供外展家访服务。您的健康访问员或助产士可以将您转介到该中心。您也可以打电话或直接访问我们非常友好的团队之一寻求支持。 健康与福祉 - 关于牙齿健康、健康饮食和身体活动、儿童发展和育儿信息的健康促进材料和活动。 每周二下午在我们的网站上举行健康访问者诊所。 每周二全天在现场进行助产士预约。 为您的宝宝做好准备 - 在怀孕后期举行的三个会议。我们与助产士密切合作，帮助您为宝宝的到来做好准备。 言语和语言治疗师通过预约提供现场治疗和支持。 父母的儿科急救 - 该中心定期为父母提供儿科急救服务，让他们在照顾幼儿这一重要方面接受培训。事故确实会发生，这个程序将向您展示如何在处理事故时变得自信以及何时呼叫紧急服务。 学习与关怀 - 作为幼儿的父母或看护人，您是影响孩子发展的主要因素。存在早期儿童学习和保育活动来帮助您发挥这一重要作用。这些包括： 留下来玩 - 这将支持您的孩子学习如何与其他孩子社交。 故事与韵律 - 这是一个很好的机会，可以让您的孩子培养对书籍的热爱，并开始学习吸引他们的注意力和听短篇小说。孩子们还将在几周内学到很多新的童谣。 俯卧时间 - 这是该中心的一项新计划。我们提供此计划是为了帮助父母更有信心地鼓励 baby 在清醒时趴着玩。婴儿很快就会学会如何从趴着的姿势翻滚和爬行。 孩子们和谐相处 - 适用于 3 岁以下的婴幼儿。由知识渊博的音乐家提供的美妙音乐课程，他们了解并理解幼儿如何通过音乐学习。这些每周课程旨在支持父母观察您的宝宝如何通过音乐学习。 感官室 - 这个诱人的房间可供社区中的所有家长使用。让您的孩子在柔软的游乐区自由安全地漫游，探索灯光和彩色喷泉。 我们的报价 我们为您的孩子提供最好的开始，并为您和您的家人提供许多免费的优质服务和活动。 Everton and Anfield Family Hubs provide outreach and family support for families in need. Families can access early help support in parenting, housing, mental health and well-being, support, guidance during pregancy, breastfeeding support, domestic abuse, support for children with special needs and disabilities and adult learning. 该项目是利物浦市地区 ESF 工作方式计划的一部分，由欧洲社会基金和青年就业倡议提供部分资金。该计划旨在通过求职、辅导和指导、工作经验、培训、技能发展和信息、建议和指导来支持当地人找到工作。 欢迎来到我们的家庭中心 作为 Ofsted 最近于 2011 年 1 月评定的“杰出”儿童中心，我们为准父母和五岁以下儿童及其家人提供支持。 Early Intervention Family Workers 和 Community Engagement Workers 在 Everton 工作，与社区的父母和照顾者密切合作，帮助改善家庭生活。 我们的儿童中心是利物浦 26 家儿童中心之一。儿童中心为五岁以下儿童的家庭提供看护、教育、健康、社区发展和家庭服务。 我们的员工团队与家庭和社区合作，为孩子们提供最好的学习、健康和福祉成果。 我们相信您在埃弗顿幼儿园和家庭中心度过的时光会很愉快，并邀请您充分参与我们的活动。 家庭服务 埃弗顿托儿所和家庭中心为家庭提供一系列包容性服务。大多数健康和父母支持服务都是以很少的费用或免费提供给家庭的。 如厕训练 - 这个广受欢迎的计划在教导家长帮助孩子做好上学准备和不用尿布方面非常成功。 家庭支持 - 我们的员工团队在家庭支持方面非常有经验。我们在必要时为家庭提供外展家访服务。您的健康访问员或助产士可以将您转介到该中心。您也可以打电话或直接访问我们非常友好的团队之一寻求支持。 健康与福祉 - 关于牙齿健康、健康饮食和身体活动、儿童发展和育儿信息的健康促进材料和活动。 每周二下午在我们的网站上举行健康访问者诊所。 每周二全天在现场进行助产士预约。 为您的宝宝做好准备 - 在怀孕后期举行的三个会议。我们与助产士密切合作，帮助您为宝宝的到来做好准备。 言语和语言治疗师通过预约提供现场治疗和支持。 父母的儿科急救 - 该中心定期为父母提供儿科急救服务，让他们在照顾幼儿这一重要方面接受培训。事故确实会发生，这个程序将向您展示如何在处理事故时变得自信以及何时呼叫紧急服务。 学习与关怀 - 作为幼儿的父母或看护人，您是影响孩子发展的主要因素。存在早期儿童学习和保育活动来帮助您发挥这一重要作用。这些包括： 留下来玩 - 这将支持您的孩子学习如何与其他孩子社交。 故事与韵律 - 这是一个很好的机会，可以让您的孩子培养对书籍的热爱，并开始学习吸引他们的注意力和听短篇小说。孩子们还将在几周内学到很多新的童谣。 俯卧时间 - 这是该中心的一项新计划。我们提供此计划是为了帮助父母更有信心地鼓励 baby 在清醒时趴着玩。婴儿很快就会学会如何从趴着的姿势翻滚和爬行。 孩子们和谐相处 - 适用于 3 岁以下的婴幼儿。由知识渊博的音乐家提供的美妙音乐课程，他们了解并理解幼儿如何通过音乐学习。这些每周课程旨在支持父母观察您的宝宝如何通过音乐学习。 感官室 - 这个诱人的房间可供社区中的所有家长使用。让您的孩子在柔软的游乐区自由安全地漫游，探索灯光和彩色喷泉。 我们的报价 我们为您的孩子提供最好的开始，并为您和您的家人提供许多免费的优质服务和活动。 Family Hubs Home | Help and Advice | Family Activities | Splash Pool

The benefits of outdoor play Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment The benefits of outdoor play How childminders use outdoor spaces to enhance children’s learning outcomes. By Tracie Dowling ‘My greatest childhood memories are of playing outdoors. Running around, climbing trees, playing in my treehouse, making mud pies, using my mum’s roses to make perfume (not always fragrant!) and inventing new games that kept me, and my brother occupied for hours – these are all things that contribute to a happy, healthy upbringing’ Introduction My name is Tracie Dowling, and I have been an OFSTED Registered Childminder for over 33 years and a Strategic Partner of Liverpool City Region and Beyond Early Years Stronger Practice Hub. One of my roles has been to support the Deysbrook Childminder Network at the Village Community Centre in West Derby, Liverpool. https://www.evertonnurseryschoolandfamilycentre.org/childminders Not all childminders are lucky enough to have a large outdoor space attached to their setting; however, this does not prevent them from ensuring the children access quality outdoor learning opportunities. The childminders at Deysbrook meet up once a week at the drop-in session and have access to a community garden where they can grow produce, exercise and access activities. They also regularly organise to meet up at the local allotment, parks, farm, forest, zoo and beaches. ‘The Early Years Foundation Stage states that ‘children benefit from spending as much time outside as possible. This makes a significant contribution to the progress they make particularly in their personal, emotional, social and physical development’ Benefits of outdoor learning opportunities Having the opportunity to learn outdoors can be a holistic and essential approach to education, offering a multitude of benefits beyond the traditional educational setting. Here are some of the ways the childminders take advantages of outdoor learning opportunities: Enhanced Physical Development: The childminders regularly take the children to the local forest to experience the natural outdoor spaces which are uneven and inconsistent (logs, trees, pathways) and therefore improve children's balance, coordination, agility and encourage movement in ways that improve their muscles, bones and physical endurance. Cognitive Development: The openair environment of the local park provides opportunities for exploration (plants, wildlife, habitats) problem-solving (how to cross a big puddle?), critical thinking (how to make a den using found objects), decision-making and building essential skills like spatial awareness and adaptability. The children engage in activities such as den building, learning to look after the environment, and exploring nature. Communication and Language Skills: Collaboration between the childminders and peers significantly boosts communication and language development. This provides a natural, engaging environment to practice language, explore new vocabulary and develop social skills. By providing the children with Imaginative play opportunities, exploring the natural world, and interaction with peers all contribute to language acquisition and communication skills which is evident by the children expressing thoughts, asking questions and listening to their childminder and peers. While in the outdoor area the children listen to natural sounds and explore other sensory experiences (e.g., the rustling of leaves, the feel of mud and sand) this broadens and enhanced language development by using words such as squidgy, squelchy, scrunching. Personal, Social, and Emotional Development: When the childminders take the children on visits for instance to the beach this provides abundant opportunities for personal growth and social development. The children learn to manage risks, (being close to water/climbing on slippery rocks/identifying and studying the jellyfish) develop self-confidence, and form positive relationships in the safety of their childminder and experiences with peers. Knowledge and Understanding of the World: Outdoor learning offers a direct relationship with nature, enabling children to explore and understand the natural world, encouraging an enduring interest in science, ecology, and caring for their environment. My personal childminding ethos and curriculum is ‘sustainability in the garden classroom’. I am privileged to have a wonderful outdoor space where I teach the children to care for their environment. We have a wormery to use up food waste and provide our plants with nutrients, water butts to recycle water and feed our fruit and vegetables, habitats for the wildlife such as frogs, bees, bugs etc. We grow plants (not always successfully) using different methods such as hydroponically, using recycled materials and no dig raised beds. We welcome childminders and our community family to share our environment, where we exchange ideas’ share surplus produce and have a swap scheme for instance toys/plants/story sacks to promote positive relationships and encourage cost effective way of living. Literacy and Mathematics: Outside spaces can serve as an environment for literacy and numeracy activities. Children can count objects, (bugs, shells, sticks) write using natural materials (sand, soil, chalk, sticks) or engage in storytelling and creative writing inspired by the environment for instance using the ’anywhere farm’ story sack at the urban farm. Expressive Arts and Design: Openair environments encourage creativity and artistic expression. Children can be involved in activities such as drawing, painting, or sculpture using natural materials, (logs, sticks, shells, pinecones) furthering their artistic development. The children are very interested in using flowers and leaves to make natural prints pressing the flowers (from my garden) between two pieces of material to bring out the natural colourings. Conclusion By childminders being creative and giving children opportunities to access various outdoor environments reinforced with the Early Years Foundation Stage (EYFS) 7 areas of learning is a pathway in a child’s holistic development. The EYFS framework recognises the importance of outdoor learning, and the benefits of this approach are undeniable. By providing children with outdoor environments for physical activity, cognitive growth, social interaction, and a deep connection to nature, we nurture well-rounded children and enable them to be better prepared for the challenges of life and holistic learning. This is the collective responsibility of parents and educators to ensure that all children have access to these inspiring outdoor activities and environments that will profoundly shape their future in positive and meaningful ways. External References and Resources https://educationendowmentfoundation.org.uk/early-years/evidence-store Reference to Physical Development, Communication and Language, Literacy and Mathematics https://www.evertonnurseryschoolandfamilycentre.org/strongerpracticehub https://www.gov.uk/early-years-foundation-stage https://www.evertonnurseryschoolandfamilycentre.org/early-years-sustainable-hub https://www.forestresearch.gov.uk/research/forest-schools-impact-on-young-children-in-england-and-wales/#research-objectives The Garden Classroom https://www.youtube.com/watch?v=CHk8MmfrBTc https://www.nationaltrust.org.uk/visit/family-friendly/family-friendly-gardens Strategic Partners Stronger Practice Hub Privacy Notice

EYSH Blogs 和谐 In Harmony Liverpool 受到委内瑞拉的 El Sistema 的启发，使用管弦乐制作来改善埃弗顿儿童和年轻人的健康、教育和愿望。 In Harmony Liverpool 成立于 2009 年，当时有 84 个孩子，现在已经有 700 多名 0-18 岁的儿童和青少年及其家人每周免费参加最高质量的管弦乐制作，进出学校。音乐制作在 Faith 小学、Beacon CE 小学、埃弗顿幼儿园和家庭中心、All Saints 天主教小学、安菲尔德儿童中心和我们位于西埃弗顿的排练中心 Friary 的利物浦爱乐乐团进行。_cc781905-5cde- 3194-bb3b-136bad5cf58d_ Blogs The Authentic development of a Sensory Garden through the 17 SDGs. By Kate Doyle and Dr Diane Boyd A Reflective Conversation By Emma Louise Scott, Maria Edge and Dr Diane Boyd Home | Climate Action Strategy | Case Studies | Curriculum Resources | Blog and Video Logs

Operation Encompass is a national scheme that operates jointly between schools and all police forces 行动包罗 Keeping under fives safeonline OE Parents Poster

The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. 培育中心 欢迎来到育儿中心页面。 请查看以下一系列活动，供您在家中与孩子一起参加。 我们将继续添加此页面。 如果您对 4-7 岁儿童的家庭学习活动有任何建议，请发送电子邮件evertonnsfc@evertoncentre.liverpool.sch.uk 资源 故事 在我们的 Youtube 频道上 YouTube 频道工作人员的故事。 Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.